The effects of home literacy environment on children's reading comprehension development: A meta-analysis

Yang DONG, Xiaoying WU, Weiyang DONG, Yi TANG

Research output: Contribution to journalArticles

Abstract

A rich home literacy environment (HLE) fosters students' academic achievement. However, the link between HLE and children's reading comprehension is unclear. This study examined the effects of HLE factors on children's reading comprehension through a meta-analysis of 59 studies conducted between 1998 and 2018. Results of the meta-analysis indicated three main findings. First, the overall positive correlation between HLE and children's reading comprehension was moderate (z = .32). Second, sampling area, type of home literacy resource and parental involvement styles did not show a significant interaction effect between each HLE factor and children's reading comprehension. Third, parents' involvement and literacy expectations of children had a significantly higher correlation with children's reading comprehension than home literacy resources did. Findings of this study suggest that parental literacy activities involvement and parental literacy expectations contribute more to children's literacy knowledge enhancement. Copyright © 2020 JESTP.
Original languageEnglish
Pages (from-to)63-82
JournalEducational Sciences: Theory & Practice
Volume20
Issue number2
Early online dateApr 2020
DOIs
Publication statusPublished - 2020

Citation

Dong, Y., Wu, S. X.-Y., Dong, W.-Y., & Tang, Y. (2020). The effects of home literacy environment on children's reading comprehension development: A meta-analysis. Educational Sciences: Theory & Practice, 20(2), 63-82. doi: 10.12738/jestp.2020.2.005

Keywords

  • Home literacy environment
  • Reading comprehension
  • Meta-analysis
  • PG student publication

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